Sample Grade 8 Teaching-Learning Cycle / Unit Plan for Literacy time (Sci & Drama integration) Big Idea: “Think Globally, Act Locally” Essential Question(s): Can 1 person make a difference? How does human activity affect our water systems? What responsibility do we have to one another when we use water? Integration: Science: Water Systems exp. 1.2 The Arts: Drama exp. B1.1 Focus Expectation : 1.9 Point of View Expectation Cluster: 1.1 variety of text, 1.4 demonstrate understanding, 1.5 making inferences/interpreting text 1.6 extending understanding 2.1 text form 2.3 text features Reading-Writing Connections: Persuasive writing, news report/ public service announcement (media)/ blog (media) Text Pattern/Structure focus: cause & effect, problem & solution Summative Task(s): 1. Public Service Announcement/News Report/ Blog (rding, wr, media, science, drama) 2. Independent reading response journal (rding) 3. Post-teaching assessment (rding) TLC Pre & Post Assesement Question: Identify the point of view in this selection. Use evidence in the selection to support your response. What point of view is missing? Use your own ideas to explain your thinking. Habits of Mind: open-mindedness, questioning, objectivity, critical-mindedness (detecting flaws in arguments) Virtue(s): conscience, self-control, respect, fairness Data Reveals: (EQAO/OSSLT/CASI/Pre-teaching assessment) Difficulty identifying the author‟s point of view in informational text / making an inference Not providing / difficulty selecting the most appropriate evidence from the text to support their responses Difficulty suggesting other possible perspectives or points of view / making inferences Not activating their background knowledge prior to responding to a question / a need to build further background knowledge Instructional Foci: (strategies, skills, vocabulary, conceptual knowledge, procedural knowledge) Comprehension Strategies:  Asking questions  Making connections  Making inferences  Evaluating text Students Who Will Need Support: (guided reading/writing) Unit Launch Activity: Read-Aloud News article: The Great Pacific Garbage Patch (Toronto Star 2009) or another short article that will inspire students to wonder/ask their own questions on a water related topic Model: asking questions, relate back to Big Idea and Essential Questions for cycle/unit Follow up: students record own questions related to news article and unit‟s essential questions Vocabulary:  Point of view, Perspective  Bias, Impartial, Controversial  Text, selection, passage, story, article…  Own ideas, thoughts, connections, insights, views, personal experiences  Information, details, evidence, facts, ideas Difficulty answering all parts of an open response question Identifying the author’s point of view Tony, Nicki, Jim Suggesting Alternative/Missing points of view Sandra, Alana, Adam, Rob Supporting responses with evidence from the text Derek, Jane, Adam, Sandra Extending responses with own ideas Nicki, Sam, Ashton, Sarah, Manisha Use of the “cause & effect” text pattern/structure Use of the “problem & solution” text pattern/structure Characteristics of persuasive writing Characteristics of a news report, Public Service Announcement or Blog Lessons / Activities Delivered Through the Gradual Release of Responsibility Model: Explicit Teaching: Use of graphic organizers: 1. PMI: Should all cars be yellow? (intro) Should Canada share its fresh water with other nations? Why or why not? (The 10 greatest threats to earth) 2. Both Sides Now: Should there be zoos? (intro) 3. Place Mat: Water Rights & Responsibilities Shared Reading: Revisit text using Four Roles of the Literate Learner -Pearson Sci. Text: p.342-3 „Reducing Water Consumption‟ -from Pearson L.I.A.Water Wise: “Our Water Footprint”, “Tracking Trash”, “Water Pressure” (found on „sciencesource.ca – Gr. 8 Literacy/Salt & Light tab) -Salt & Light Video: Water: Glorious & Free (found on „sciencesource.ca‟ – Gr. 8 Literacy/Salt & Light tab) Independent Reading: Revise Reading Response Journal prompts - focus on Critical Literacy questions highlight point of view, differing perspectives, bias, identify science in book, relationship of science to society & environment Guided Reading: Pearson Sci. Text: p. 324-327, Resources & Materials: Read Aloud Text Possibilities: The True Story of the 3 Little Pigs Voices in the Park Hey, Little Ant Two Bad Ants Diary of a Fly Flipped Parable of the cracked pot Shared &/ or Guided Reading Text Possibilities: Pearson science text Current news articles Scholastic “Flip Perspective” Series BOLDPRINT magazines “The 10” science titles Salt & Light video from online sciencesource.ca resources Stepping Up texts from „Environmental Choices‟ and „Surviving Extremes‟ inquiry units Graphic Organizer & Collaborative Structure Possibilities: Six Thinking Hats Both Sides Now 4 corners Intermediate Science & Literacy Networks – January 2011 Sample Grade 8 Teaching-Learning Cycle / Unit Plan for Literacy time (Sci & Drama integration) “Managing Our Water Systems: Treating Waste Water” Lesson focus: selecting & providing most appropriate details. Other passages selected based on need and instructional level, use Four Roles Questions to promote discussion. PMI Place Mat Discussion web T-chart (also used to promote “talk”) Scholastic The 10 Greatest Threats to Earth: Threat #2:” A Freshwater Shortage” use with PMI organizer to consider the question, “Should Canada share its fresh water with other nations? Why or why not?” Scholastic Stepping Up: Environmental Choices Inquiry Unit, “Tap Water versus Bottled Water” Scholastic Stepping Up: Surviving Extremes Inquiry Unit, “Living Life to the Extremes: Parched & Hot, Hot, Hot” Intermediate Science & Literacy Networks – January 2011 Sample Grade 8 Teaching-Learning Cycle / Unit Plan for Literacy time (Sci & Drama integration) Intermediate Science & Literacy Networks – January 2011